Module 5 - DELIVERING COMPETENCY BASED TRAINING SESSION LEARNING OUTCOMES: 1. Prepare Training Facilities/Resources 2. Conduct Pre-assessment 3.

Facilitate Training Session 4. Conduct Institutional Assessment 5. Review Delivery of Training Session LO 3. Facilitate Training Session Objective: To orient the participants on the facilitation of training session and CBTVET grading system.

Content: Ten CBTVET Principles-A Recall Facilitate Training Session Conduct Orientation Conduct Training Monitoring and Interviewing Evaluation and Processing Grading System

FACILITATE TRAINING SESSION

I. CONDUCT ORIENTATION Establish and maintain credibility A skilled trainer inspires learners to learn. By demonstrating expertise in the content area, using strong training skills, and describing clearly how the course goals and learning objectives relate to improving the learners work performance, the trainer establishes credibility and thus inspires learners. In your training delivery role, you should: Model positive behavior and attitudes that support the course goal and learning objectives. > Arrive early for the course every day (but especially on the first day). > Greet the learners individually and as a group (especially on the first day). >Learn the names of the learners quickly. Describe the design of the training course clearly and thoroughly. Refer to your own experience and credentials modestly and in ways that are appropriate for the group. Explain roles, responsibilities, learning objectives, expectations, and group norms clearly.

 II.

Provide opportunities for learners to share their expectations. Encourage the learners to ask questions. Respect and build on the knowledge and skills of learners.

CONDUCT TRAINING

Create learning environment A safe learning environment is one where learners feel comfortable to try out new ideas, learn from others, explore new viewpoints, and change attitudes and behaviors. A safe learning environment includes all learners, respects everyones viewpoints, and supports the learners and their needs. In your training delivery role, you should: Collaborate and build relationships with learners and their supervisors as well as other trainers. Adjust your training and communication style to meet the needs of the learners based on your observation of how they work as individuals and in groups. Make the course material clear by speaking slowly and using language that is all understood by all participants. Exhibit energy by interacting with learners, asking effective questions(open-ended questions), presenting with intensity, and using humor appropriately. Create a climate of fun by doing things the learners enjoy, find humorous or engaging. Respond politely to nave questions. Respect answers and viewpoints different from yours, do not belittle learners or other trainers, and offer feedback in ways that are socially appropriate for the ethnic or cultural groups represented in the training. Encourage learners to try out new behaviors and skills, and provide encouragement and positive feedback when they do. Manage any negative individual or group behaviors. Help learners to feel comfortable to fully participate in the training and learn from one another as well as from the trainer. Provide opportunities for learners to answer questions raised by their peers. Encourage learners to explain training messages to their peers. Celebrate small wins and positive progress with the whole group. Help and encourage the learners the learners to look at situations from different perspectives. Adhere to time schedule.

Provide opportunities for practical application of knowledge and skills

Learners must have opportunities to practice their new knowledge and skills in a realistic setting. This is the only way they will be able to apply (or transfer) their learning to their actual work site. In your training delivery role, you should: Ensure application of knowledge, skills, and attitudes by providing appropriate learning opportunities drawn from real-life experiences, such as simulations, role plays, games, and case studies Demonstrate skills using automatic models and commonly available equipment Have learners practice these techniques before you give them feedback. Focus on developing skills, not just knowledge Link conceptual approaches to real-world applications by providing guided practice with a variety of techniques and safety tips at the actual work sites. Assist learners with planning how they will apply their new knowledge, skills, and attitudes on the job. Use of variety of methods-A recall III. MONITORING AND INTERVENING Monitor the process of training and make adjustment, as needed A well-managed course is one where all of the required supplies and equipment are available, the training room is comfortable, and sessions begin and end on time. In addition to managing the physical environment, continually assess learners progress to help them achieve the learning objectives. Gather information informally by asking questions during breaks and meals, building in time for comments on the previous days learning or daily summaries, and conduct exercises reflecting the days content. When problems arise or changes must be made, adjust course schedule and proceed accordingly. In your training delivery role, you should: Manage the physical environment to be sure it supports learners in mastering the learning objectives. Check audiovisual equipment and have a break-up plan in case of problems. Modify the media used to accommodate the needs of the learners and the realities of the situation. Manage time well to ensure that all learning objectives are met. Listen to the learners for evidence of learning and engagement. Observe individual and group behaviors.

Ask for feedback on content and delivery and encourage learners to share new ideas to improve the learning experience. Check learners understanding by asking questions, assessing responses, conducting informal conversations (during meals and free time) and observing practice sessions. Make changes in the original design, based on learners feedback gathered directly through questions, or through observation of their progress. Make appropriate adjustment during the current training day, as well as adjustment to the next days schedule.

IV.

EVALUATION AND PROCESSING

Evaluate trainees work and provide supportive feedback In a safe learning environment, these are opportunities for learners to ask questions, make comments, share concerns, and ask for feedback on their performance. The trainer should share observations about the learners progress in a way that for maintains and preserves their selfesteem. This is especially important when has given an incorrect answer or is not performing well. The skilled trainer creates opportunities to motivate each learner and to reinforce key message in the training sessions. Often, the best opportunities for reinforcement occur spontaneously as the group works together. For example, a learner may make an observation that reinforces a key message. At that time, you recognize the learner for contributing, and then repeat the message. You should also seek out opportunities to learn from learners and to encourage new viewpoints. Whenever possible, allow learners to answer their own questions and those of other learners. This helps learners address their own learning needs, synthesize new knowledge, apply new skills, and help one another learn. In your training delivery role, you should: Have a formative evaluation Follow the progress of the learners during activities, and provide direct, specific feedback to reinforce accurate responses and correct inaccurate responses Provide positive, timely feedback to learners when they have performed well Validate learners questions, feedback, and concerns, while preserving their individual dignity and self-esteem

Listen carefully for learners feedback about their learning needs and respond accordingly Add your own suggestions to feedback from your learners about what should be changed to improve the quality of the training experience and meet training requirements, and how those changes should be made.

GRADING SYSTEM
Rationale Derive the equivalent numerical rating of the adjectival rating (COMPETENT) in the CBTVET system. Determine the level of performance as basis for ranking, hiring and entry to higher education.

Sample Grading System

ASSESSMENT PROCESS 1. The assessment of the trainees consist of three parts: Theory (20%) Self-check, Assignment, and Attendance Practical (30%) Hands-on, Housekeeping and Safety Final Assessment (50%) Written/Oral Examination and Demonstration 2. Assessments are ongoing processes that integrated knowledge, skills and attitude with their practical application over a period of time. 3. Trainees are measured against set of criteria, not against each other 4. Assessment may also take place in group activities, in pair work or individual work. 5. Students assessment is usually determined from a combination of methods, which usually involve but are not restricted to: a. Self-check results b. Assignment c. Observation from hands-on activities (trainer observation) d. Demonstration with observation of attitude and values (Good Housekeeping, working with others and safety) e. Written Test or Oral Examination f. Quality of output from Project Work g. Role Plays (for basic competencies) h. Portfolio (examination of evidence submitted by the trainee) ASSESSMENT COMPONENTS

Calculation of Grade Point Achieved (GPA) and Weighted Point Average (For Basic, Common and Core) The GPA in a unit of competency is calculated using the points earned for every component. The table below shows an example of the calculation method.

Formula in Calculation of the above table Calculation of the above table

Formula in

Formula in Calculation of the above table

2. Calculation for Weighted Point Average (WPA) a. Basic Competencies (15%) WPA1= 15% x average grade of all Basic Competencies b. Common Competencies (25%) WPA2 = 25% x average grade of all Common Competencies c. Core Competencies

WPA3 = 50% x average grade of all Core Competencies d. General Point Average = WPA1 + WPA2 + WPA3 LEVEL OF PERFORMANCE The level of performance in a unit of competency to achieve each grade is described below: Excellent 95-100% (1.0) Work is demonstrated and achieved to the specified standard of all the elements of the Unit of Competency in an excellent performance. Superior - 90%-94% (1.11.5) Work is demonstrated and achieved to the specified standard of all the elements of the Unit of Competency in a superior performance Very Good - 85%-89% (1.6 2.0) Work is demonstrated and achieved to the specified standard of all the elements of the Unit of Competency in a very good performance. Good - 80%-84% (2.1 2.5) Work is demonstrated and achieved to the specified standard of all the elements of the Unit of Competency in a good performance. Fair - 75%-79% (2.6 3.0) Work is demonstrated and achieved to the specified standard of all the elements of the Unit of Competency in a fair performance. Failed - 74% - Below (5.0) Work is not demonstrated and achieved to the specified standard of one or more elements of the Unit of Competency.